DESIGN TECHNOLOGIES ELECTIVE SUBJECT – ONE SEMESTER
Learning Focus
The study of Design and Technologies prepares students to navigate the increasingly complex and technological world in front of them. This project-based learning curriculum offers students a broad range of educational experiences,readily transferable to home, life, leisure activities, the wider community, and to work. In class, students plan (CAD - Computer Aided Design) and manage projects from conception torealisation. This involves applying design thinking to generate, investigate and refine ideas, whileplanning, managing, producing, and evaluating designed solutions. Students are provided with practical opportunities to be users, designers, and producers of newtechnologies. Design and Technologies aims to develop a sense of pride, satisfaction and enjoyment in studentsderived from the ability to design and create.
Victorian Curriculum Strands:
Creating Designed Solutions is organised by five sub-strands:
Investigating:
• Students’ critique, explore and investigate needs and opportunities
Generating:
• Students develop and communicate ideas, make choices, weigh up options, and consider alternatives.
Producing:
• Students apply a variety of skills and techniques to make designed solutions to meet specific purposes and user needs. Students learn about the importance of adopting safe work practices. They develop accurate production skills to achieve quality designed solutions.
Evaluating:
• Students evaluate and make judgments throughout a design process, about the qualityand effectiveness of their designed solutions.
Planning and managing:
• Working individually and collaboratively, students learn to plan and manage time, along with other resources, to effectively create designed solutions.
Assessment
• Production - Create a scale replica of an iconic design using design elements.
• Design - Students use CAD (Computer Aided Design) to produce model drawings from 2D drawings and videos
• Design - Students create a CAD model to create a scale prototype using emerging technologies(3D printer).
• End-of-semester examination.
FOOD TECHNOLOGY ELECTIVE SUBJECT – ONE SEMESTER
Learning Focus
The study of Food Technology at this year level aims to provide students with advanced knowledge and skills necessary to use a range of materials, equipment, and processes to produce food products. The unit contributes to student awareness and understanding of health-related issues and theirlink to food. The second part of the course focuses on the food industry and the production of food for specific purposes.
Victorian Curriculum Strands
Creating Designed Solutions is organised by five sub-strands:
Investigating and Generating:
● Students work through the design process.
● Design briefs
● Research.
● Make critical decisions about materials
● Identify a range of criteria for evaluation.
● Production plans
Production:
● Students safely, efficiently, and hygienically produce food products using a range of techniques, equipment, tools and ingredients, taking into consideration quality and aesthetic factors.
Evaluating:
● Students critically analyse and evaluate design ideas and solutions processes, against criteria for success recognising the need for sustainability
Planning and Managing:
● Students will develop plans to manage projects taking into consideration time, cost and production processes.
Assessment
Assessment tasks include:
● Production – use of equipment and utensils to produce selected food products.
● Written test - written and practical test on safety and hygiene.
● Research and analytical skills – research report on a selected topic, including menu planning and catering for special needs
● Design Brief – designing, producing, and evaluating a decorated fruit cake
● End-of-semester examination
INFORMATION TECHNOLOGY ELECTIVE SUBJECT – ONE SEMESTER
Learning Focus
The Digital Technologies curriculum enables students to become confident and creative developers of digital solutions by applying information systems and specific problem-solving methods. Students acquire a deep knowledge and understanding of digital systems, data and information and the processes associated with creating digital solutions so they can take an active role in meeting current and future needs. The curriculum has been designed to provide practical opportunities for students to explore the capacity of information systems to systematically and innovatively transform data into digital solutions by applying computational, design and systems thinking. The curriculum also encourages students to make decisions by considering different ways of managing the interactions between digital systems, people, data and processes (information systems) and weighing the possible benefits and potential risks for society and the environment
Software – Microsoft Office, Python, Google Suite and use of online digital technologies.
Victorian Curriculum Strands
Digital Systems:
• Focuses on the hardware, software and network components of digital systems
Data Information:
• Focuses on the properties of data, how they are collected and represented, and how they are interpreted in context to produce information.
Creating Digital Solutions:
• Explores the interrelated processes and associated skills by which students create digital solutions.Students engage in the four processes of analysing, designing, developing, and evaluating
Assessment
A range of assessment methods will be used, including:
• Short answer tests.
• Practical tests.
• Oral presentations using ICT skills.
• Group and individual solutions to information problems and issues.
• Folios.
• Set assignments.
• End-of-semester examination.
TEXTILES TECHNOLOGY ELECTIVE SUBJECT – ONE SEMESTER
Learning Focus
The study of Design and Technology at this year level aims to promote understanding of the technology process, working with design briefs, investigating function and aesthetics, developing the capacity to model, assemble and disassemble products, communicating ideas, considering risk assessment, documenting work, and developing evaluation criteria.
Victorian Curriculum Strands:
Creating Designed Solutions is organised by five sub-strands:
Investigating and Generating:
• Students work through the design process
• Design briefs
• Research
• Generate designs and justify preferred options.
• Make critical decisions about materials
• Identify a range of criteria for evaluation.
Producing:
• Students safely, responsibly and using protective clothing, when necessary, produce:
▪ A bag enhanced by a choice of several different processes (machine or hand embroidery, beaded, patch worked, fabric dyed or printed).
▪ An article of clothing – skirt or shorts
▪ A soft plush toy – animal design
Evaluating:
• Students use evaluation criteria and critical analysis to make appropriate suggestions for changes to their products that would lead to an improved outcome.
Planning and Managing:
• Students use processes to coordinate production designed solutions.
Assessment
A range of assessment methods will be used, including:
• Practical tasks
• Folio
• Design Assignment - Elements of Design.
• End-of-semester examination.
WOOD TECHNOLOGIES BUILD A UKULELE ELECTIVE SUBJECT – ONE SEMESTER
Learning Focus
This project-based subject centres around students building their own playable Ukulele from scratch. It is a way for students to experience manufacturing or a trade-based pathway at the end of school,as well as students who are completing or looking to complete a VET subject. It is also aimed at students who enjoy woodworking and other practical hobbies.
Skills that are developed in this subject are: hand eye coordination, fine motor skills, spatial reasoning, mathematics, self and project management, selective attention, as well as logic andreasoning skills.
This is a practical subject. You will be spending lessons in the woodwork room. However, some theory work is involved, including designing, and drawing a headstock of a Ukulele, and some safetyrelated material. The subject does have an exam centred around the production of the Ukulele and using tools and machines.
Previous students have developed a sense of pride, satisfaction and enjoyment from their Ukulele and the experience building it.
Victorian Curriculum Strands
Creating Designed Solutions is organised by five sub-strands:
Investigating and Generating:
• Research.
• Generate designs and justify preferred options.
• Make critical decisions about materials.
• Identify a range of criteria for evaluation.
Producing:
• Students safely, responsibly and using protective clothing, when necessary, produce a productfrom a variety of materials (plastic, wood, metal).
Evaluating:
• Evaluate design ideas processes solutions again comprehensive criteria for success.
Planning and Managing
• Develop project to plan and manage projects individually or collaboratively taking into consideration time, cost, risk, and production process.
Assessment
• Students produce working drawings of a headstock.
• Students produce a working Ukulele from a range of materials, instruction, and theory notes.
• End-of-semester examination.
